Childminder in Central Bedfordshire

Inspection date

Previous inspection date 29/01/2013 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder has a clear understanding of child development and the areas of learning, which he translates effectively into practice. He knows the children well and consistently observes their play to help him plan for their further progress and school readiness.  The warm and welcoming environment provided enables children to feel happy and confident to express themselves as they, for example, dance and jump to the music being played.  The childminder instils a sense of well-being as children feel safe and protected with him. This is enhanced as he maintains and regularly updates all required records and documentation.  Both childminders work well together providing consistency for the children. They monitor their practice as an ongoing process and ensure that improvements are identified and acted upon.

p.1

It is not yet outstanding because

 The relationship with parents is not consistent as current arrangements do not fully engage those who may be reluctant to contribute to their children's learning and development.  The outdoor space does not consistently provide children with experiences covering all the areas of learning.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in all rooms and the outside area.

p.2

Inspection activities

 The inspector looked at a selection of policies, procedures and photographs of children joining in with different activities.

p.2

Inspection activities

 The inspector spoke with the childminder and interacted with the children at appropriate times throughout the inspection.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his partner, who is also his co- childminder and one child aged 12 years in a house in Henlow, Bedfordshire. The whole of the ground floor, three bedrooms on the first floor and the rear garden are used for childminding. The family has one gerbil and a pond with fish as pets.

p.2

Information about the setting

The childminder visits the shops and park on a regular basis. He collects children from the local schools and pre-schools.

p.2

Information about the setting

There are currently nine children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. He is a member of the National Childminding Association. Both childminders have equal responsibility for the childminding practice.

p.3

To further improve the quality of the early years provision the provider should:

 enhance the relationship with parents to encourage them all to consistently share what they know about their child including their achievements from home

p.3

To further improve the quality of the early years provision the provider should:

 enhance use of the outside area to provide children with flexible, all year opportunities to learn, explore and progress.

p.3

who attend

The childminder has an effective understanding of the areas of learning and of how young children learn. He is sensitive about giving them time to complete tasks without over directing them personally. For example, when children start to play with the puzzles, the childminder gives them initial support to sort the different pieces into piles. He then sits quietly giving the children space to start putting the pieces together. The children complete the puzzles with less support than previously needed and this is noted by the childminder. He then develops the children's independence skills by asking if they would like to do the puzzles again or tidy them away. The children quickly break up the pieces and start again. This time the childminder extends the activity by talking about the characters on the puzzle, developing children's language skills as he does so.

p.3

who attend

At the start of a placement, the childminder asks the parents for information about their children's development and well-being. He then incorporates this information with his own observations to identify the children's starting point. When children look concerned when another child cries and gives them a cuddle, this is linked with managing feelings and behaviour and demonstrates children's emerging personal and social skills. All the children have individual learning plans which the childminder uses to ensure that their next steps in learning and school readiness are catered for. He also uses his skills to extend routine activities into ongoing learning experiences. For example, while looking out of the window, the childminder encourages the children to identify the colour of the cars passing by and to predict which colour will be next. This is a regular activity as the children enjoy looking for the tractors that can often be seen, developing their understanding of the world

p.3

who attend

The childminder works closely with parents, keeping them mostly informed about their children's time with him. The detailed settling-in process, use of a parent pack and explanations regarding the Early Years Foundation Stage ensures that parents are made aware of the procedure and policies in place at the start of the placement. Verbal interaction, use of a daily diary and the sharing of the children's learning journals keeps parents relatively well informed about their children's progress. However, the systems currently in place do not fully support and encourage all parents to share their children's achievements from home. Therefore, children may be achieving more than is observed by the childminder and this information cannot be used to plan for further learning.

p.4

The contribution of the early years provision to the well-being of children

The childminder and his co-childminder provide a welcoming environment where children are settled and happy. Working together they are able to bond with the children and provide continuity of care to meet their needs. They are also able to offer parents flexible care arrangements in support of their work and home arrangements. Children are gaining a positive sense of self as they use their individually named coat pegs and enjoy looking at the pictures of themselves displayed on the wall. They are learning about acceptable behaviour as the childminder gives them clear guidance and uses consistently applied strategies to build on their understanding. Children are also gaining an understanding of risk and the possible consequences involved. For example, they learn that not putting their sun hat on prevents them from being able to play out in the sunshine. Also that the zip on the trampoline safety net must remain fastened or they have to come off it. Helping

p.4

The contribution of the early years provision to the well-being of children

children to listen and understand instructions prepares them well for their transition to other early years settings. Younger children often accompany the childminder to collect the older children from school and pre-school so they become accustomed to the environment and learn that change is a part of their life too.

p.4

The contribution of the early years provision to the well-being of children

Children are gaining an effective understanding of the need for physical exercise and good hygiene practices. For example, younger children are supported in using a tissue to wipe their nose and then follow the childminder's positive role modelling by washing their hands. The childminder ensures that they wash 'the backs and fronts' of their hands while explaining the importance of these routines. Children are learning where food comes from as they grow strawberries, carrots and tomatoes in the childminder's garden and help pick the apples on the tree to take home to their parents. They further develop their physical skills as the older children participate in mini Olympic sessions and the younger children enjoy running to chase bubbles.

p.4

The contribution of the early years provision to the well-being of children

The resources provided mostly support children's all-round development. Comfy floor cushions provide a quiet place for a rest and clear open space provides room for younger children to move and run around. Low-level storage also encourages younger children to independently choose which toys they would like to play with, such as the interactive globe which they use to locate where a kangaroo might live. Both the childminder and his co-childminder deploy themselves effectively to ensure that the children receive a balance of adult-led and child-initiated experiences. However, there is scope to give the children more opportunities to experience resources in different environments, such as the garden.

p.4

provision

Children are effectively safeguarded because the childminder is clear about his role in protecting them and is fully aware of the procedures to follow should a concern arise. He has attended training to increase his knowledge and stresses to parents that if need be, contact will be made to the relevant authorities without reference to themselves. Contact details for parents are regularly updated and children are only released to a known adult. The childminder ensures that risks are minimised and has procedures in place for dealing with any incidents should they occur. For example, the contact numbers for the emergency services, as well as the childminder's address, are displayed by the telephone in case they are needed in an emergency.

p.5

provision

The childminder plans a generally stimulating range of challenging activities to progress children's development towards the early learning goals. Through his ongoing observation and assessment process he gets to know the children well and can, therefore, base activities around their interests and stage of development. Relationships with parents are mostly informative and effective partnerships with other early years settings attended by the children contribute to meeting their needs. Links with other agencies and professionals ensure that children with identified needs would receive the appropriate support.

p.5

provision

The childminder is enthusiastic about increasing his childcare knowledge and uses external training courses as well as e-learning programmes to enhance his skills. He has effective methods in place to monitor the service he provides and works very closely with his co- childminder to identify their strengths and any areas for improvement. He also uses the self-evaluation form to monitor their ongoing performance. For example, future plans include providing a dedicated area where the children can access the computer for homework and to develop their technology skills. Parents' views are also taken into account through use of questionnaires and daily interaction. They confirm their happiness with the practice provided when they say 'Overall we've been delighted with the care you provide. It is a pleasure dropping my child off in the morning knowing they will be happy, stimulated and cared for.'

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.5

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.6

Setting details

Unique reference number EY441214 Local authority Central Bedfordshire Inspection number 884357 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.6

Name of provider

Date of previous inspection Not applicable

p.7

Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

p.7

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8